情景案例结合导学互动教学模式在神经内科临床护理教学中的应用效果
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摘要
目的探讨情景案例结合导学互动教学模式在神经内科护理教学中的应用。方法选取我院护理大专两个班学生为研究对象,A班为对照组,B班为研究组。在神经内科临床护理教学中,对照组采用常规教学方法,研究组采取以情景案例结合导学互动为基础的BOPPPS教学模式。比较两组学生学习后的成绩、教学效果评价及同行对该教学模式的效果评价。结果研究组学生的出科考试理论成绩为(93.49±3.91)分,高于对照组(86.89±3.28)分(P<0.05)。研究组学生在提升自主学习积极性、临床思维能力和团队合作意识方面认可人数的比例亦均高于对照组,差异有统计学意义(P<0.05);且同行评议专家对其认可率较高。结论将BOPPPS与案例情景实例相结合的教学模式应用在神经内科护理教学中,能有效提升学生对神经内科知识的掌握程度和综合能力。
Objective To explore the application of BOPPPS with situational simulation teaching method in the clinical neurology nursing training.Methods Two classes of nursing students in our college were selected as the research objects,class A was set as the control group and class B was set as the study group.The control group adopted the conventional teaching method,the study group adopted the BOPPPS with situational simulation teaching method. After the study, the results of the teaching effect evaluation and peer evaluation of the BOPPPS teaching model were compared in two groups.Results The theoretical scores of the students in the study group were 93.49 ±3.91,which were significantly higher than those in the control group(86.89 ±3.28)(P<0.05).The proportion of students in the study group in improving their initiative in self-learning,clinical thinking ability and teamwork consciousness was also higher than that in the control group,with statistical significance(P<0.05).The expert satisfaction of peer review was high.Conclusions The application of BOPPPS with situational simulation teaching in the training of neurology nursing can effectively improve the students' mastery of neurology knowledge and comprehensive ability.
Objective To explore the application of BOPPPS with situational simulation teaching method in the clinical neurology nursing training.Methods Two classes of nursing students in our college were selected as the research objects,class A was set as the control group and class B was set as the study group.The control group adopted the conventional teaching method,the study group adopted the BOPPPS with situational simulation teaching method. After the study, the results of the teaching effect evaluation and peer evaluation of the BOPPPS teaching model were compared in two groups.Results The theoretical scores of the students in the study group were 93.49 ±3.91,which were significantly higher than those in the control group(86.89 ±3.28)(P<0.05).The proportion of students in the study group in improving their initiative in self-learning,clinical thinking ability and teamwork consciousness was also higher than that in the control group,with statistical significance(P<0.05).The expert satisfaction of peer review was high.Conclusions The application of BOPPPS with situational simulation teaching in the training of neurology nursing can effectively improve the students' mastery of neurology knowledge and comprehensive ability.
引文
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[15]孙鑫,张冰冰,邓洋洋,等.基于BOPPPS的中医基础理论教学改革探索[J].中国中医药现代远程教育,2017(4):14-16.
[2] 冶玉萍,孟庆华,王瑞.浅析情境模拟教学在普外科护理中的应用[J].临床医药文献电子杂志,2017,4(36):7113-7114.
[3] 翁燕恋.情境模拟教学法在小儿外科临床护理教学中的应用[J].中国卫生标准管理2018,9(4):17-19.
[4] 陈晓红,何婷,戴妙霞,李鸿.翻转课堂教学模式在神经内科护生临床实习带教中的应用[J].护理与康复,2018,17(1):99-101.
[5] 曹丹平,印兴耀.加拿大BOPPPS教学模式及其对高等教育改革的启示[J].实验室研究与探索,2016,11(2):196-200.
[6] 毛玉婷,刘秋鸣,黄波黎.情景驱动式“虚拟患者”健康教育培训模式对低年资护士心力衰竭知识水平的影响[J].解放军护理杂志,2018,35(17)29-31.
[7] 陶新莉,王丽君,李杨.指导大专护生书写反思日记的方法与效果[J].护理管理杂志,2012,12(3):190-191.
[8] 胡丽娅,叶淑芳,林海芳,等.案例教学法在儿科护生临床实习带教中的应用[J].护理与康复,2015,14(2):171-172.
[9] 冯洁惠,徐建宁,徐林霞,等.预习-主题-案例教学法在ICU本科护临床实习带教中的应用效果观察[J].护理与康复,2014,13(2):103-105.
[10]丁轩,徐莉.基于BOPPPS教学模型的肿瘤科临床带教微课程体系建设及应用[J].中国护理管理,2016,16(05):659-662.
[11]孙言花,余哲,金裕苗.情景模拟教学法在护理实习带教中的应用[J].中国高等医学教育,2017,31(4):110,142.
[12]孙惠华,王维.手术室护士评判性思维能力现状调查[J].中华护理教育,2014,11(4):311-313.
[13]张武威,曾天山,黄宇星.微课程与翻转课堂相结合的教学方法创新应用[J].课程.教材.教法,2014,34(7):10-16.
[14]赵芳芳,徐益荣,刘玮玮,等.护理本科生学习倦怠和自主学习能力水平的相关性研究[J].解放军护理杂志,2014,31(5):5-8.
[15]孙鑫,张冰冰,邓洋洋,等.基于BOPPPS的中医基础理论教学改革探索[J].中国中医药现代远程教育,2017(4):14-16.